Performance Management and Professional Development Course. Kazakh Humanitarian Juridical Innovative University, Kazakhstan, Semey.

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1 Performance Management and Professional Development Course at Kazakh Humanitarian Juridical Innovative University, Kazakhstan, Semey March 9-13, 2015

2 Course Overview This course has been designed for higher educational professionals wishing to raise their awareness of performance management and professional development issues within the higher educational arena. The course will look at the broader issues involved within a sector that is becoming increasingly more globalized and competitive. It will look at why institutions might establish and develop performance management and professional development systems and then proceed to consider how they can be both set up and improved, and the range of options available to institutions in this regard. The pros and cons of different systems will be discussed, and participants will be invited, as part of the course to develop and present their own frameworks for their institution. Course Length This is a 30 hour course. Participants can expect to be active and involved throughout. Suggestions for further study and action will be made at the conclusion of the course. Course Material Material will be provided in the form of handouts; these will be compiled and available at the conclusion of the course in a complete, packaged soft version. Digital resources as used (e.g. powerpoints) will also be made available to participants for further use and study. Course Language The workshops will be conducted in English, but the instruction will be sensitive throughout to the fact that levels of English of participants may vary. Instructor Mr John Eldridge is the Programme Manager for the University of Warwick, WMG MSc management programmes at their Eastern Mediterranean University Overseas Centre. He has an MSc in English Language Teaching from, and an MBA in Educational Management. He has published and presented widely in these areas. Further information about the instructor is available at: JohnEldridge/

3 Course Contents and Schedule (morning session) (afternoon session) Mon Mar 9 Day 1 is intended to build a common understanding of what the programme will involve. In the light of discussions, the programme may be adapted or changed to better suit the needs of participants. The programme is quite flexible and can be changed as necessary. It will be useful in any case to look at the globalization of education, the increasing importance of international accreditation and how performance management and professional development fit into the current Quality Paradigm. The experience of Eastern Mediterranean University in this regard will be shared and participants invited to offer their own perspectives. What is Performance Management? Why Performance Management? How is Performance Managed? Who Manages Performance? And who manages them?! What are the outcomes of Performance Management? Pros and Cons of Performance. Management; Benefits and drawbacks. The Globalisation of Education Quality and Quality Assurance Types of Accreditation The EMU experience The local context Outcome: What kind of Performance Management System do we want and why? Tue Mar 10 Day 2 goes deeper into the Performance Management area. We will look at performance management from multiple perspectives, including the institution, its staff, its students, and consider the role of other stakeholders. We will look at some examples of performance management systems and look about what they imply about the administration of such systems. What are the roles of institutional vision, mission, strategy and policy? What are the key considerations in establishing a Performance Management System? What is the cost of Performance Management? What data will emerge and how will it be managed and by who? What types of performance management cycle are available and what do they involve? Top-down management Collaborative management Evaluation and appraisal Conformity and creativity The local context Outcome: How would we manage our intended performance management system? Wed Mar 11 Day 3 considers the wider context of the Performance Management System, and those other areas that need to be considered in terms of their effects on any performance management system. What are the roles of institutional structure and culture? What does motivation mean in this context and how can it be developed? What types of support can be offered? What is the role of target setting? SWOT analyses SMART targets Time Management and Time Management studies Documentation Technological support Definitions of culture Trust Outcome: What needs to be in place to ensure that our performance management system has a good chance of succeeding?

4 Thu Mar 12 On Day 4, we transfer our attention more fully to the field of professional development. In considering performance management, it is certain that we will have looked at a number of aspects of professional development; at this point, however we will be looking to synthesise these issues and consider how professional development fits into performance management systems. What is professional development? What types of professional development systems are there? What are the differences between development and training? What is professional autonomy? What are the roles of differentiation and individualisation? What are some typical problems in professional development? Professional development cycles Mentoring systems Collaborative development Reflective practice GOOGLE time Conferences, seminars, workshops Outcome: What kind of Professional Development System do we want and why? Fri Mar 13 On Day 5, we conclude our course by reminding ourselves that the purpose of education ultimately is to serve our students and the systems we develop should impact at some level on improving the quality of their education. What can students contribute to professional development and performance management? What is the relationship between professional development, performance management and the curriculum? What is the role of classroom observation and how can it be conducted and utilized? Observation Schedules Data-driven observation The observational cycle Student evaluation Focus groups Internal and external auditing Concluding presentations

5 Participant Presentations, Projects and Case Studies During the programme, participants - either individually or in groups - will be invited to make their own contributions to the course either through a short presentation or activity related in some way to the content of the programme. Below are some possible themes that participants might like to select in advance of the programme, and conduct some miniresearch on. Case Study 1 Case Study 2 Case Study 3 Case Study 4 Case Study 5 Case Study 6 Case Study 7 Case Study 8 Case Study 9 In some performance management systems, service to the community is included as a dimension. What types of activity might be included in this dimension, and what might be included in a university policy regarding service to the community? In most performance management systems in higher education, publishing research is a key component. In this regard academics may face pressure to publish in international research journals, which are often in English. How can a university support its academics to get published in English through a professional development policy? Teaching effectiveness is another key component of many performance management systems. But how would you define teaching effectiveness and how would you measure it within a Performance Management System? Performance management systems tend to acquire a lot of data about individuals, often in the form of hard copy files. How should such data be stored, managed, and who should have access to it? In a performance management system, someone has to do the managing and the evaluating. Who should be responsible for these procedures, how should they be selected, and how would their own performance in managing the system be evaluated? Performance management systems can make a considerable demand on institutional and individual time and resources? How can the time and resources be effectively managed to avoid a negative effect on other aspects of institutional and individual work? There is often a lot of pressure in systems for standardisation. However, the profile of staff can vary considerably, from novice to experienced to those nearing retirement. To what extent can performance management and professional development systems be designed to be sensitive to these differences? It is fairly commonly agreed that a motivated individual will tend to perform at a higher level. What is motivation and how can a performance management system and professional development system contribute to motivation (and avoid demotivating participants)? Systems tend to demand standardisation and conformity to standards. Yet progressive organisations move forward through creative, original and innovative approaches. How can a performance management and professional development system encourage such qualities?

6 Case Study 10 Case Study 11 Case Study 12 When introducing new systems, it is normal for there to be resistance. What might be the key issues involved in managing change when establishing a new system? When introducing new requirements into the workplace, it is sometimes good for there to be a trade-off, so that the new system is replacing work rather than adding to it. Hence, it is useful to analyse an organisation in terms of avoidable waste (of time, money, resources etc.). What kinds of avoidable waste might you identify in an organisation and how would you go about reducing it? Introducing new systems like any other aspect of an organisation requires effective communication. How would you go about setting up an effective communications policy for your institution and what would it incorporate? Case Study 13 Performance management systems and professional development programmes often imply opportunities, incentives, and rewards. What kind of incentivisation might be provided within such systems? Case Study 14 Many systems these days are underpinned by technology. What roles might technology play in the development of performance management and professional development systems? Case Study 15 The use of performance management and professional development systems are often part of an institution s policy to gain international accreditation and more generally internationalise. What might be involved in a policy of internationalisation and what would be your priorities in this regard? Case Study 16 An integrated performance management and professional development system can be a powerful driver of institutional development or a time-consuming bureaucracy. How would you try and ensure that it would be the former rather than the latter?

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